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I’m not giving up! Maintaining motivation in independent language learning

Hong Kong University Press
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  • Education


As in any language learning context, learners need to maintain their initial motivation until they achieve their intended goals. Research has increasingly highlighted the significance of affective and social aspects of language learning, particularly in independent, distance learning contexts (White 2003, 2005). This may underline the importance of the affective and social language learning strategies identified in Oxford’s widely used (1990) language learning strategy taxonomy. However, relatively few studies explore the use of these strategies in independent or distance learning settings. To paraphrase Oxford and Lee’s (2008, 313) question, ‘How do independent distance language learners keep themselves going when the going gets tough?’ This chapter presents an exploration of the language learning strategies used by a sample of adult distance language learners of French, German and Spanish studying at beginner level.

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